Lesson Plan Name of Course/Class- 10th Grade Language Arts—American Literature Lesson Title- Citations and Works Cited Anticipated Instructional Time- This lesson should take approximately 40 minutes Enduring Understanding- What are the functions of in-text citations? What is the format of the in-text citation? Rationale- The citations and works cited lesson is designed to help students understand the importance of MLA formatting as well as teach students the basic formatting steps needed to accurately create a MLA works cited page Goals of the lesson- G.1 To understand MLA formatting G.2 To discover the importance of MLA formatting Objectives of the lesson- O.1 Students will be able to create in-texts citation O.2 Students will be able to create a works cited page Multiple Representational Tools- We will be using a projector so students can follow along step-by-step. Research and best practices- I discussed techniques for this lesson with my FBS, Amy Held, to determine the best way of presenting this lesson to her class. I referenced the MLA Handbook to check my work. K-12 Content Standards- Iowa Content Standards W.9-10.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9.Draw evidence from literary or informational texts to support analysis, reflection, and research.
South Dakota Secondary Standards:
Eleventh Grade Writing Standards
Writing Indicator 1: Students can apply the writing process to compose text.
Bloom’s Taxonomy Level
Standards
(Synthesis)
10.W.1.3 Students can write a research document that cites sources to support a thesis.
apply editing knowledge of pronouns in formal and informal writing;
defend the use of quotation marks and italics;
edit writing for the correct use of conjunctions in a variety of writings.
Proficient
write a research document that cites sources to support a thesis;
edit text for correct use of quotation marks and italics for quoted material, titles, emphasized words, and dialogue;
identify and incorporate conjunctions in the writing process.
Basic
create a research document that partially supports a thesis;
state the rules governing the use of quotation marks and italics;
identify the use of conjunctions in text.
National Standards 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Session Related Questions- How does the use of in-text citations and works cited page prevent plagiarism? Why is it so important to prevent plagiarism? How is an in-text citation used? How is an in-text citation formatted? How can creating a works cited page be simplified by using word processing software? How is a works cited page formatted? Imbedded/ Formative Assessment Opportunities- Participation in class discussion Observation of work and utilization of class time Instructor Materials- Computer that hooks up to a projector Participant Materials- Computers that have printer access Teaching Notes/ Lesson Script/ Procedures- 1. Students prepare by openly discussing past knowledge of citations and works cited (5 mins) 2. Instructor will do guided lecture on in-text citations (5 mins.) 3. Instructor will do guided lecture on works cited formatting (10 mins.) 4. Students will implement in-text citations into their own work as well as create their own works cited page (10 mins.) 6. Students will print and turn in a copy of their works cited page for their ticket out the door (10 mins.) Assessment/ Homework- Students will have created their works cited page. Teacher will grade and return papers in order for editing to take place. Accommodations- Students who need them will have access to lesson notes. Instructor is available for tutoring time as needed. Other accommodations as needed. Reflection/ Revision- I think that the first time doing this lesson went fairly well. I think that in the future I will put more emphasis on the importance of citing to avoid plagiarism. Also, I feel that the lesson could have been slightly more challenging, but due to the number of students that failed the pre-assessment, I felt the need to stick only to basics and what they specifically needed for the paper they were currently working on. References- Russell, Tony, Allen Brizee, and Elizabeth Angeli. "MLA Formatting and Style Guide." The Purdue OWL. Purdue U Writing Lab, 4 Apr. 2010. Web. 20 July 2010.
Name of Course/Class- 10th Grade Language Arts—American Literature
Lesson Title- Citations and Works Cited
Anticipated Instructional Time- This lesson should take approximately 40 minutes
Enduring Understanding-
What are the functions of in-text citations? What is the format of the in-text citation?
Rationale-
The citations and works cited lesson is designed to help students understand the importance of MLA formatting as well as teach students the basic formatting steps needed to accurately create a MLA works cited page
Goals of the lesson-
G.1 To understand MLA formatting
G.2 To discover the importance of MLA formatting
Objectives of the lesson-
O.1 Students will be able to create in-texts citation
O.2 Students will be able to create a works cited page
Multiple Representational Tools-
We will be using a projector so students can follow along step-by-step.
Research and best practices-
I discussed techniques for this lesson with my FBS, Amy Held, to determine the best way of presenting this lesson to her class. I referenced the MLA Handbook to check my work.
K-12 Content Standards- Iowa Content Standards
W.9-10.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.W.9-10.9.Draw evidence from literary or informational texts to support analysis, reflection, and research.
South Dakota Secondary Standards:
Eleventh Grade Writing Standards
Writing Indicator 1: Students can apply the writing process to compose text.
Tenth Grade Writing Performance Descriptors
Advanced
- apply editing knowledge of pronouns in formal and informal writing;
- defend the use of quotation marks and italics;
- edit writing for the correct use of conjunctions in a variety of writings.
Proficient- write a research document that cites sources to support a thesis;
- edit text for correct use of quotation marks and italics for quoted material, titles, emphasized words, and dialogue;
- identify and incorporate conjunctions in the writing process.
BasicNational Standards
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Session Related Questions-
How does the use of in-text citations and works cited page prevent plagiarism? Why is it so important to prevent plagiarism? How is an in-text citation used? How is an in-text citation formatted? How can creating a works cited page be simplified by using word processing software? How is a works cited page formatted?
Imbedded/ Formative Assessment Opportunities-
Participation in class discussion
Observation of work and utilization of class time
Instructor Materials-
Computer that hooks up to a projector
Participant Materials-
Computers that have printer access
Teaching Notes/ Lesson Script/ Procedures-
1. Students prepare by openly discussing past knowledge of citations and works cited (5 mins)
2. Instructor will do guided lecture on in-text citations (5 mins.)
3. Instructor will do guided lecture on works cited formatting (10 mins.)
4. Students will implement in-text citations into their own work as well as create their own works cited page (10 mins.)
6. Students will print and turn in a copy of their works cited page for their ticket out the door (10 mins.)
Assessment/ Homework-
Students will have created their works cited page. Teacher will grade and return papers in order for editing to take place.
Accommodations-
Students who need them will have access to lesson notes. Instructor is available for tutoring time as needed. Other accommodations as needed.
Reflection/ Revision-
I think that the first time doing this lesson went fairly well. I think that in the future I will put more emphasis on the importance of citing to avoid plagiarism. Also, I feel that the lesson could have been slightly more challenging, but due to the number of students that failed the pre-assessment, I felt the need to stick only to basics and what they specifically needed for the paper they were currently working on.
References-
Russell, Tony, Allen Brizee, and Elizabeth Angeli. "MLA Formatting and Style Guide." The Purdue OWL. Purdue U Writing Lab, 4 Apr. 2010. Web. 20 July 2010.